Public school model A and G of the middle class district of Pamplona: Students from over 40 countries of origin, as many skin colors as they want. Model D school in the same neighborhood of Pamplona: students from five countries, cortical palette. The center of model D has the highest socioeconomic ranking of public centers in Navarra. The other one doesn't.

In model A and G school, there are children who suffer the war in Ukraine, in the other not. In the center with model A and G there is a responsibility that some students will go without breakfast, in the other it is discussed whether the birthday cake is for celiacs.

More than those related to linguistic models, the daily life of these centers is conditioned by the responsibility of the social classes in them acquired, as well as by their educational system, the responsibilities and choices of teachers, classes. To this segregation characteristic of public education is added the concerted and private centers of the Education Law, in which it is cut for the second time and takes another turn to the wheel of segregation: we will not see low-class immigrants in the concerted ikastolas of model D, which have more history of struggle for the Basque.

However, as far as the sustainability of the Basque country is concerned, we are in a precarious situation and there is great concern in the Basque sector: for every step towards normalisation, standardisation is one step further away. Guilt is attributed to the violation of rights, and we do not understand what is happening and, worse still, sometimes we think that if there was a government that guaranteed our rights, we could reverse this situation.

The truth is that, when it comes to thinking about the situation in the Basque Country, we have the same framework that exists at the heart of the model D in the Pamplona district: we only look at the problem with the responsibilities of our class. That is why we have never thought that to save the Basque country we would have to fight the Aliens Act or study Arabic in the centres. We do not put on the table our rich history and immediately forget the social, trade union and political struggles that drove those poor people who came from Spain to Bizkaia, Gipuzkoa, Araba and Navarra, and in favour of the Basque people. And the social revolution was in the head that these non-Basques caused normalization to end and not that, as many who are in the Basque culture think, they saved ours, supported ours, put fences (like the respiratory spaces) on the Basque little ones. The education system should be changed by opening the doors of schools, mixing pupils and exchanging languages other than ours.

This proposal would mean working for confusion with others, which is what the Basque middle class does not want to do. There is the paradox, the Basque will be saved by a mestizo Euskal Herria, because whiteness has little future.

Nerea Fillat